·       To determine what to do next instructionally (strategies, differentiation)

·       To provide descriptive feedback to students (what they are doing well, what needs improvement, and how to improve)

 Banks, D. A. (2006). 

          o   A set time

          o   All participants have responded

          o   A deadline set by the instructor ex the next day (if asynchronous)

2. Opinion measurement - can respond anonymously can lead to richer discussions

3. Lecture on demand - by asking the audience if they want to learn more about topic A or topic B, the learners can change the course of the lecture

4. Clinical reasoning and problem solving - by using interactive cases classes can decide which steps in the clinical treatment process need to be taken, helps students engage more actively with the case presented

Tip 2
Check your readiness for using this strategy

Tip 3
Practice using the technology – learn to input questions ahead of time and on the fly

Tip 4
Identify purpose of posing questions

Tip 5
Less is better than more

Tip 6
Write the question and test it

Tip 7
Plan for contingency teaching

Tip 8
Build in time for the activity

Tip 9
Decide if individuals have to be linked to
questions or not

Tip 10
Decide on whether you want to use the output or not

Tip 11
Evaluate effectiveness

Tip 12
Enjoy the process, be creative 

     1. Padlet Chat box
     2. Mentimeter

     3. Answer Garden

     4. Polleverywhere
*Become comfortable with using ARS and include it in your teaching!

Banks, D. (Ed.). (2006). Audience Response Systems in Higher Education: Applications and Cases: Applications and Cases Chapter XV: The Audience Response system: a new resource in medical education. IGI Global. 

Beatty, I. 2004. Transforming Student Learning with Classroom Communication Systems. Educause Center for Applied Research. 2004(3).

Bonniecastle, D.  2017, Nov 17.  Audience Response Systems. Wiki Usask. https://wiki.usask.ca/display/db/Audience+Response+Systems 

Chiara Laici, & Maila Pentucci. (2019). Feedback with technologies in higher education: a systematic review. Form@re, 19(3), 6. https://doi.org/10.13128/form-7698

Efstathiou, N., & Bailey, C. (2012). Promoting active learning using audience response system in large bioscience classes. Nurse Education Today, 32(1), 91-95.

Emmen, J. (2015). Top 5 Student Response Systems that work on Multiple Platforms. Emerging EdTech. https://www.emergingedtech.com/2015/09/top-5-multi-platform-student-response-systems/

Premkumar, K., & Coupal, C. (2008). Rules of engagement 12 tips for successful use of clickers in the classroom. Medical teacher, 30(2), 146-149.

Swanwick T. (Ed.) (2014). Understanding Medical Education: Evidence, Theory and Practice, 2nd edition. West Sussex, UK: Wiley Blackwell. 

Wood, & Shirazi, S. (2020). A systematic review of audience response systems for teaching and learning in higher education: The student experience. Computers and Education, 153, 103896. https://doi.org/10.1016/j.compedu.2020.103896